1. “SHAKING UP” YOUR LESSONS:
A LOOK AT DIFFERENTIATED INSTRUCTION
Presented by
Martha Elliott, Brian Keller, Lisa Plichta, and Jennifer Setzke

2. Today we want to introduce you
to the 2012-2013 Institute Day
Topic: Differentiated Instruction
Objectives:
•To know the three types of differentiation
•Tounderstand differentiated instruction is a
systematic way of planning and teaching that
addresses the interests, learning profiles, and
readiness of all students
•Participate in three types of differentiated
activities

3. Directions:
As each picture is displayed, please
answer
the following question on your white
board:
Is this an example of
differentiation?
YES NO

4. NO
Differentiation is
not streaming or
leveling or
tracking
“Even in homogenous
classes , there is
considerable
Is this an example of heterogeneity in terms
differentiation? of readiness, interest,
and learning profile
(Strickland, p. 2)”
Strickland, 2012

5. YES
“Differentiation is
meeting kids where
they are … not where
we wish they would
be (Strickland, p.1).”
“Differentiation is
responsive teaching
Is this an example of
rather than one-size-
differentiation? fits-all teaching
(Strickland, p.1).”
Strickland,
2012.

6. YES
Differentiation
is intentional
planning as
opposed to
on-the-spot
Is this an example of adjustments
differentiation?
Strickland, 2012
.

7. NO
Differentiation
is not simply
group work
nor is it
constant
Is this an example of group work
differentiation?
Strickland, 2012
.

8. NO
Differentiation
is not an IEP
(Individualize
d
Education
Is this an example of Plan) for
differentiation?
every child
Strickland, 2012
.

9. YES
Differentiation
is everywhere
Is this an example of
differentiation?
Strickland,
2012.

10. YES
IT IS NOT NEW

11. What is Differentiation?
What it is: What it is Not:
•Teaching with variance in •New
mind
•Tracking or
•Responsive teaching rather
than one-size-fits-all
Streaming
teaching •IEP for every child
•Meeting kids where we •Constant Group
are… not where we wish Work
they would be •Occasional Variation
•“Shaking up” the classroom
of teaching styles
so
students have multiple •On the spot
options for making sense of adjustments
information
Chart from Strickland, “Differentiation of Instruction at the High School Level.” ASCD, 2012.

12. What is Differentiation?
“A systematic approach to
It is not planning curriculum and
what we
teach, instruction for academically
it is diverse learners” that provides
HOW
WE students of different abilities,
TEACH interests, or learning needs
equally appropriate ways to
learn (Tomlinson & Strickland, p.7).”

13. “ That students differ may be inconvenient, but it
is inescapable. Adapting to diversity is the
inevitable price of productivity, high standards
and fairness to the students.” –

14. 5 Principles for
Differentiated Instruction
 Respectful Community
 Quality Tasks
 Flexible Grouping
 Continual Assessment
 Building Community

15. 3 Ways to Differentiate
“What a “A student’s “Current
student enjoys preferred knowledge, unde
rstanding, and
learning mode of
skill level a
about, thinking learning” student has
(Tomlinson &
about, and Strickland, p.6). related to a
doing” particular
(Tomlinson & Strickland, sequence of
p.6)
learning”
(Tomlinson &
Strickland, p.6).

16. Differentiating by INTEREST
Why? When we differentiate by
 Because interest we should
interest is a consider student:
great motivator
 Because  Passions
interest relates  Hobbies
to relevancy (for  Family Interest or pursuits
the students)  Clubs or sports
 TV Shows (they watch)
 Music (they listen to)
 Friends
 Electives they take
Strickland, p. 3

17. Example of Differentiating by
Interest in World Language
ASSIGNMENT:  "Will 'The Hunger
Games be the next
In order to practice our "Twilight'?“
reading fluency and ("Seran 'los juegos de
hambre' el proximo
comprehension in 'Crepusculo'?")
Spanish,  "Rihanna and Chris
Brown Together Again?"
pick one of the following ("Rihanna y Chris Brown
articles listed on the right juntos de nuevo?")
to  Google's new glasses
("Google lanza unas
read tonight. Be prepared gafas interactivas")
to summarize the  The unluckiest man in
article in Spain
("El hombre mas
Spanish in your own desafortunado de

18. Example of Differentiating by
Interest in Math
Look for examples of vectors in your
after school activities. Record what
you find in one of the following three
ways:
◦ Explain these examples in writing
◦ Illustrate these examples
◦ Prepare 2 minute explanation to share
orally with the class
Differentiation by Differentiation by
Interest Learning Profile
Example adapted from Strickland, p.

19. Example of Differentiating
by Interest in Science, Health, or Social Studies
Select one of the following roles to
assume as we discuss the tobacco
industry in North Carolina:
◦ Tobacco Farmer
◦ Lobbyist for the tobacco industry
◦ Person with emphysema
◦ Teen who smokes
◦ Oncologist
Example from Strickland, p. 3

20. Ways to get the information you need to
differentiate by INTEREST
In General: Within an
Instructional Unit:
• Administer a student  Create an assignment
interest survey in August: that involves a personal
• What is your favorite sport? Why? profile
• Who is your favorite team? Why?
• What is your favorite TV show?
Why?  Assign journal entries
• Who is your favorite musical artist? that ask your students to
Why?
• What is your favorite thing to read relate to your subject
about? Why?
 Ask the question: What
• Hallway Chats are some of the things
• Personal Relationships that You hope we do
during the unit?

21. Ways to differentiate by INTEREST
Three Ways to Incorporate
Differentiation by Interest
1. Show how current topics relate to or enhance skills
required for success in various student activities
• like previous Math example
2. Design assignments that relate your subject matter
to pop-culture/ student interests
• like World Language Example
3. Ask students to share their personal experience
with, preferred perspective, or interest in the topic
of study
• like previous Tobacco example
Strickland, p. 3- 4

22. ACTIVITY #1
FIRST: SELECT ONE OF SECOND: CHOOSE AT LEAST
THE FOLLOWING TASKS ONE OF THE FOLLOWING
THAT TEACHERS STUDENT INTERESTS AND
REGULARLY CREATE: INCORPORATE IT INTO THE
: TASK YOU SELECTED:
 An in-class activity
 A homework  Rap Music
assignment  Cubs/ White Sox
 A long-term project  March Madness
 Homecoming
 Friends
 Student Clubs/Activities
 Family Interest
SHARE YOUR EXAMPLE WITH AN
ELBOW PARTNER

23. 3 Ways to Differentiate
“What a “A student’s “Current
student enjoys preferred knowledge,
understanding,
learning about, mode of
and skill level a
thinking about, learning” student has
and doing” (Tomlinson &
Strickland, p.6). related to a
(Tomlinson & Strickland,
p.6) particular
sequence of
learning”
(Tomlinson & Strickland,
p.6).

24. Differentiating by
LEARNING PROFILE
Why? When we differentiate
 Because efficiency by
results when Learning profile we
learners are taught should
in ways that are
consider student:
natural for them
(Tomlinson & Strickland Learning Styles
p.7) Sternberg’s
Intelligences
Garner’s Multiple
Intelligences
Strickland, p.
Environmental 5
Preferences

25. Example of Differentiating by
Learning Profile in Language Arts
“ To get started with today’s work on
alliteration in poetry, you may choose
to:
 listen to poems using alliteration
 read poems using alliteration
 write a poem using alliteration
Example from Strickland, p. 5

26. Example of Differentiating by
Learning Profile in Science
Water Cycle Activity: Choose one of the
following options to complete.
CHOICE A Design a cartoon that illustrates your journey as a
water droplet. Include appropriate captions.
CHOICE B Draw an accurate version of the water cycle that
includes all steps. Be sure to show the process
that get a water droplet from one step to another.
CHOICE C Create a fictional story about the journey of a
water droplet. Base it on your water droplet’s
journey.
CHOICE D Create a local version of the water cycle. Be sure
to include the names of local rivers, bays, oceans,
mountains, and so on.
Activity taken from Sample 9.3- Water Cycle Activity Options on pg.
343 of Tomlinson, Carol Ann & Cindy Strickland (2005). Differentiation
in practice: A resource guide for differentiating curriculum: 9-12.

27. Example of Differentiating by
Learning Profile in Science
Who would benefit from selecting each
of the choices?
 Choice A, C, D
◦ high levels of creative intelligence
 Choice B
◦ high levels of visual/spatial intelligence
 Choice E
◦ high levels of naturalistic intelligence
Tomlinson & Strickland, p. 327

28. Ways to get the information you need to
differentiate by Learning Profile
Help Students Determine their Learning
Preferences
• Survey concerning Learning Styles (Auditory,
Visual,
Kinesthetic)
•http://people.usd.edu/~bwjames/tut/learning-
style/stylest.html
• Survey concerning Garner’s Multiple Intelligences
•Multiple Intelligences Inventory like:
http://surfaquarium.com/MI/inventory.htm
• Create questionnaire for students to complete that

29. Ways to differentiate by Learning
Profile
Three Ways to Incorporate
Differentiation by Learning Profile
1. Let students gain access to content through varied
means (like reading, listening, talking, writing, etc.)
• Like the previous Language Arts Example
2. Create activities/ assignments that require or
appeal to various multiple intelligences for
successful completion
• Like the previous Science Example
3. Allow options for students to compete against
others or themselves
Strickland, p. 5-6

30. ACTIVITY # 2
Take two minutes to think about the discuss following
with your other elbow partner:
Give an example of how you could teach tomorrow’s
objective (in your class) in a way that would appeal to :
1) A Visual Learner
2) An Auditory Learner
3) And Kinesthetic
SHARE YOUR EXAMPLE
WITH YOUR OPPOSITE ELBOW
PARTNER

31. 3 Ways to Differentiate
“What a “A student’s “Current
student preferred knowledge,
understanding,
enjoys mode of
and skill level a
learning learning” student has
(Tomlinson &
about, thinkin Strickland, p.6). related to a
g about, and particular
doing” sequence of
(Tomlinson & learning”
Strickland, p.6) (Tomlinson & Strickland,
p.6).

32. Differentiating by
READINESS
Why? When we differentiate by
 To appropriately Readiness we should consider
challenge all student:
learners
 “Attitude (toward school &
Goal: topic)
“make the work a  Experience with the topic
little (outside of school or previous
too difficult for courses)
 Knowledge, understanding, and
students at a given skill with the topic
point in their growth-  Misunderstandings about the
and then to provide topic
the support they  Overgeneralizations about the
need topic
Tomlinson & Strickland, p. 6 Strickland, p. 8-9
to succeed at a new  General communication,
thinking, & reasoning skills”

33. Example of Differentiating by
Readiness in Social Science
 Lesson Objective:
To know the positions of Malcolm X and Martin Luther King on
ways to achieve equality.
 After the initial lesson, students complete an Exit Slip:
Provide two examples of methods Martin Luther King used during
the Civil Rights Movement and two that Malcolm X used.
 Teacher analyzes exit slip information & divides the
students into three groups
1) Students that flip-flopped the examples between the
two Civil Rights Leaders
2) Students that provided only one example for each
Leader
3) Students that provided at least two appropriate
examples for each leader

34. Continued Social Science Example
 The next day in class the students were placed in
either Group 1, 2, or 3
Students in Group 1 sat with the teacher
 Teacher re-taught the objective
 Students filled in a graphic organizer
Students in Group 2 worked independently
 Read & summarized an article concerning multiple
ways of achieving equality
Students in Group 3 worked independently
 Read an article concerning current leaders
 Compared current leaders & their positions to Malcolm
X and Martin Luther King

35. Example of Differentiating by
Readiness in Physical Welfare
A Tiered Task:
Assignment A: Assignment B:
“A classmate had to “Pretend you were the
leave the room today coach of your kickball team
just as we were today. Select a key or
beginning to play critical play in today’s game.
kickball. Please write Pretend it happened in
that student a note some other way. What might
explaining what the results have been?
happened in today’s Why? What principle can
game, why it happened you infer? Be sure you pick
the way it did, and what something that will help your
your team could do to team in its efforts to improve
improve your over time.”
performance. Be as Strickland, p. 8

36. Ways to get the information you need to
differentiate by Readiness
Things all teachers can Formal Assessments that
do to obtain information: can provide information:
• Pre-Assessment • EPAS Data (Explore, Plan,
• In-Class /Formative ACT)
Assessment • Read 180
(During the Unit)
•White Boards • AIMS Web Data
•Knowledge Rating • NWEA Map Data
Chart
• Aleks Data
•KWL
•Homework Assignment • Formal Educational
•Entrance & Exit Slips Testing
(WISC, WIAT)

37. Ways to differentiate by Readiness
Two Ways to Incorporate
Differentiation by Readiness
1. Create Tiered Tasks
• Like previous Physical Welfare example
2. Offer mini-lessons to students missing content or
skills while simultaneously offering an alternate
activity for enhancement to students who have
mastered the content or skills
• Like previous Social Science example
Strickland, p. 8-9

38. ACTIVITY #3
FIRST : Examine your results SECOND: Complete the activity
from our initial white-board that corresponds with your
pre-assessment. Then, use readiness level of emerging,
the scale below, to determine established, or expert.
the category you are in…
EMERGING 0-3 Correct  Emerging: Fill-in the provided
graphic organizer with
ESTABLISHED 4-6 Correct
examples of each type of
EXPERT 7 Correct differentiation
 Established: Identify and
describe a a truly
differentiated lesson that you
facilitated in your classroom
 Experts- : Reflect upon this
prof. dev. session and explain
how differentiation was
demonstrated.

39. Review & Reflection
• Differentiation is a way of thinking about
teaching.
• systematic approach to planning instruction
• provides learners (who are different) with equally
appropriate options for learning
• good teaching
• Three Types of Differentiation
• How did we differentiate throughout the
presentation?
• How can you apply today’s information to your
classroom?

40. References
 Tomlinson, Carol Ann & Cindy Strickland (2005).
Differentiation in practice: A resource guide for
differentiating curriculum: 9-12. Alexandria,
Virginia: ASCD.
 Strickland, Cindy (February, 2012). Differentiation
of Instruction at the High School Level. Alexandria,
Virginia: ASCD.